Singh Satendra, Solanki Manish, Vaney Neelam, Bhan Anant
Professor, Department of Physiology, University College of Medical Sciences, Delhi, INDIA.
Postgraduate student, Department of Physiology, University College of Medical Sciences, Delhi, INDIA.
Indian J Med Ethics. 2023 Jul-Sep;VIII(3):209-215. doi: 10.20529/IJME.2023.018. Epub 2023 Feb 24.
Medical ethics teaching has received little attention in India's undergraduate medical curriculum, so the National Medical Commission's formal inclusion of medical ethics in the new competency-based curriculum (CBME) is creditable. However, the policymakers have left out the most crucial stakeholders - the teachers. This study was conducted to find out how physiology educators in Delhi felt about the implementation of ethics teaching in physiology in the CBME.
This was a pilot, cross-sectional, observational, feasibility study conducted using a questionnaire, involving faculty and senior residents (post-MD) in the departments of Physiology at nine medical colleges in Delhi, conducted over the period from February to October 2020.
The response rate was 76% (60/79), of which 40% (24/60) were senior residents and 60% (36/60) were faculty. Around 55% (n=33) felt bioethics and clinical ethics are not synonymous; 53% (n=32) believed ethics education can be accomplished in a large group setting; 75% (n=45) believed it should be the responsibility of the physiology faculty, rather than the clinical faculty, and 61.7% (n=37) wanted it to be included in the formative assessment. The respondents shared ethical concerns that should be included in the physiology curriculum and the best candidates to teach them to achieve integration. Despite the challenges, the majority 65% (n=39) felt ethics in the physiology CBME should be an inseparable part of teaching in all instructional modalities.
Early clinical exposure was considered preferable to the Attitude, Ethics, and Communication (AETCOM) programme. Using the five W's and one H method, we talk about how our findings can be used as a road map to help physiologists teach ethics to medical students in the new CBME.
医学伦理学教学在印度本科医学课程中很少受到关注，因此国家医学委员会将医学伦理学正式纳入新的基于能力的课程（CBME）值得称赞。然而，政策制定者遗漏了最关键的利益相关者——教师。本研究旨在了解德里的生理学教育工作者对在CBME中实施生理学伦理学教学的看法。
这是一项试点、横断面、观察性可行性研究，采用问卷调查法，涉及德里九所医学院生理学系的教师和高级住院医师（医学博士毕业后），研究于2020年2月至10月进行。
回复率为76%（60/79），其中40%（24/60）为高级住院医师，60%（36/60）为教师。约55%（n=33）认为生物伦理学和临床伦理学不是同义词；53%（n=32）认为伦理学教育可以在大群体环境中完成；75%（n=45）认为这应该是生理学教师而非临床教师的责任，61.7%（n=37）希望将其纳入形成性评估。受访者分享了应纳入生理学课程的伦理问题以及讲授这些问题以实现整合的最佳人选。尽管存在挑战，但大多数65%（n=39）认为生理学CBME中的伦理学应成为所有教学模式中教学不可分割的一部分。
早期临床接触被认为比态度、伦理学和沟通（AETCOM）项目更可取。我们使用5W1H方法讨论如何将我们的研究结果用作路线图，以帮助生理学家在新的CBME中向医学生传授伦理学。
